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PAC 2018 Fall Survey Results

1.
PAC Principal Budget Prioritization Survey Fall 2017
PAC Principal Quality of Service Survey Spring 2018
PAC Principal Budget Prioritization Survey Fall 2018
If you have questions or would like more detailed data, contact
Carmelita.Reyes@ousd.org Clifford.Hong@ousd.org (PAC Co-Chairs)
Principal Advisory Committee
Mission: The mission of PAC is to
represent principals by providing input into
district decision making, giving voice to
innovative ideas, raising important
systemic issues with central leadership,
and being a critical friend in the work of
transforming communication between sites
and the central office in service of schools.
1

4.
For the past several years the district has experimented with a "Z-factor"
Z – factor value statements
z-factor criteria (ex. poverty, crime, health outcomes, grocery
stores) are the right factors to measure
70%
z-factor dollars should follow students from high z-factor
neighborhoods if they enroll in schools in other parts of town
65%
z-factor dollars should be allocated on a per-pupil basis to
schools
55%
z-factor criteria should change (ex. students who matriculate
with low SRI scores, high absenteeism, previously suspended)
33%
We should not have a z-factor, instead this money should go to
schools with high LCFF rates.
20%
z-factor dollars should only be allocated to schools physically
located in the high z-factor zones
13%
z-factor dollars should be allocated as a lump sum to schools 8%
4
Findings: While the majority of principals
believe “z factor” measures the right
criteria, the majority believe allocation
should follow students (65%) on a per-
pupil basis (55%)
Overwhelming numbers are opposed to
our current practice:
• Only 8% believe z-factor dollars
should be allocated on a lump sum
basis;
• Only 13% believe it should be
allocated only to schools in the z-
factor neighborhood.

5.
Re-Assessing Measure G Library Investments
Background: In the 2016-17 budget cycle, Measure G Library funds changed from a
per pupil allocation for all school to schools applying for funds. As a result, some
schools receive more, less, or no funds at all. Similar schools may have received
different allocations based upon the quality of their application. The survey asked
how principals felt about this new process.
Finding: An overwhelming majority, 82% would
like to return to the per-pupil allocation process for
Measure G library funds.
* Note: These survey results were from 2017-18 Pac Survey
5

6.
The "teacher appeals"process is a way for
school sites to secure additional staffing resources after 1st
round allocations are made. Historically, it deals with issues
such as combo classes, bilingual programs, newcomers,
middle school electives, and A-G offerings.
The process has been a pain point for many communities due
to issues such as: changing criteria for appeals, the timeline,
the process for making an argument, and who made
decisions.
IMPROVEMENTS NEEDED: Principals and school communities
need predictability from the district around staffing policies. The
universal need for high school appeals also reveals problems with
the base staffing formula as it relates to A-G graduation
requirements.
6

9.
Representative comments for high performing departments ...
Legal & Labor - “The only people who answer their phone consistently in OUSD. They are very helpful.”
HR Network Partners (employee problems) – “... is extremely knowledgeable about talent management, legal and the contract. …. is extremely hard
working and reliable.” “.... is super smart and the language that she generates to use when addressing employees/employee issues is strong.”
Fiscal Analyst – “... is awesome. So was …. before he left. I have worked with nothing but high-quality accessible staff.”
B&G Painting – “Awesome Staff. They all take pride in their work.” “... is amazing! he drives by the campus on his way to the office to see if we've been
tagged”
B&G Clocks – “supportive; good effort to be timely to requests”
HR Generalist (on-boarding) – “.... is excellent...she always responds to my emails or calls in a timely fashion!” “2-3 years ago; this was not the case.
However, new employees in the department have changed my experience.” “... has been effective. He gets back to me via email or phone and keeps track
of next steps well.” “onboarding [outside the generalist’s work] has taken way too long. I'm not sure if the generalist communicates to all other departments
about what needs to happen to prepare the staff member (i.e. getting tech services to give them an email, into the sub system, getting a chromebook for new
teachers, etc.)”
B&G Electrical - “Committed staff. We need money at the site to address on- going electricalneeds, especially in the older facilities.” “very responsive and
timely and hard working”
Attendance and Discipline – “Very responsive office.” “Mishaa has been very supportive in providing direct service to our site as a new schoolthat is
setting up systems.” “love the trio of misha, lauren, and theresa - wonder if they can support and help more with attendance and sart/sarbs”
Refugee & Unaccompanied Minor Services – “We work extensively with this office and they offer consistent and high quality support to our students and
families with schoolplacement, navigating services, and summer enrichment opportunities.” “Nate is great!!!” “... has supported our newcomer program
generally”
Summer Learning – “Has partnered to help allocate resources where available for site-based programs.” “We are sorry to see a reduction in the summer
learning budget. :( It was also hard to find out the budget so late. We need to find a way for sites to easily supplement the summer schoolbudget. Long ago
we could use title 1 and now we can't.”
9

11.
Representative comments for under performing departments ...
OAL - “Communication is terrible. The last minute rule changes and venue changes are frustrating.” “To be honest, the meetings were so terrible, I stopped going. They … don't start on time,
don't address the issues that we need to talk about, are sit-and-gets .... Ugh…I think a lot could be improved by a bi-monthly email with all the updates etc. The league seems tonot be digitally
inclined. So much depends upon face toface. No notes mailed out etc.” “Money wasting, doesn't take feedback or improve.”
SPED – “[name] is great but we are deeply brokenas a system. Don't have enough para subs or special ed teacher subs (these should be by dept. so they can be specially trained). Students
are moved with little to no notice. The past two years I havebeen cleaning up other schools mistakes students who weren't assessed correctly or who had issues with their IEP's. We don't have
enough bilingual sped support at my site. I am concerned parents haven't been notified that their children are not receiving their legally mandated minutes.” “The SpEd department failed to
provide a .5 RSP for my school this yearand most students went without services this year. We received a new SDC class and it seems as thoughno one actually looked at the IEPs of students
before placing them in the classroom, resulting in an unsafe room we have been unable to keep staffed or convince parents to bring theirstudents to daily.” “Buses are often late both at pick up
and drop off with no communication. On minimum days buses do not arrive until 20 minutes after school ends.”
HR Sub Office – “My sub fill rate is about 40%. I cannot consistently anticipated that my sub jobs will be filled.” “I wish the sub office had continuous hiring. I have tried several times to send
people to get credentialed but they were told to wait for some event. They ended up going to other districts where it was faster to get into the sub system. With a shortage of subs we should
make it easier to get into the system. I also don't understand why every year I have to call/email/beg for new teachers to be added intothe sub system. HR should do this automatically. The on-
boarding folks sit cubicles away from thesub office folks. Why are 80+ principals doing this task every year?” “When it comes to long term subs that need to teach content the office is not able to
help at all. For the past 4 years I have had teachers out for entire marking periods if not longer and I received NO assistance findinga sub that has theknowledge to teach [high school subjects]”
Accounts Payable – “Its very hard to understandwhy things, people didn't get paid and we don't find out sometimes till its toolate them we get the blame and get hit in our budgets thenext
year.” “Our system is paper based .... It needs to get automated.” “Why do we have to sign and date invoices before they will be paid? If we're creating a purchaserequest and receiving in
IFAS, then this step seems like an unnecessary extra.”
Custodial – “Our school is dirty and under supplied.” “I bring my own toilet paper to school...” “Custodians have been moved and not replaced. Some custodians have not followed throughon
their responsibilities. Meanwhile thepiles of trash grow.” “We have not had a permanent .5 night custodian for muchof the year and the subs have been inconsistent. We have oftentimes not
had a sub at all. Our school is filthy. Additionally, the budget provided to my head custodian for supplies was not nearly enough tocover the cost of supplies for the year.” “There should be a
rubric for cleanliness that is providedto principals. Supervisors and principals shouldfill it out together. Custodians, supervisors and principals should know what is expected.”
Student Welcome Center – “Hard to get anyone on the phone.” “Going online for enrollment this year was a big headache for all involved. I think we should havedone a pilot in the hill schools
of online enrollment before we took it system wide. Many parents at flat land sites found it very challenging to complete and it took a lot of office staff support and time to ensure families were
able to complete the forms. We are creating an equity issue by having everything online when not all our families are or the forms don't translate as well”
Payroll - The system is NOT intuitive and it takes FOREVER for us to follow up on extended contract timesheets that have not been processed, which is embarrassing as a leader promising
funds to teachers for extrawork.
State & Federal – “Department seems to be in the business of keeping us from spending funds as oppose to eliminating the barriers to getting fund spent.” “Denied most requests and did not
provide adequate information on reasons why requests were denied even though SSC approved and proper documentation was submitted. If there are going tobe changes to the way we
operate as an organization, principals and clericalshould have receivedtrainingaround this proactively.”
Office of Equity – “Love the idea of equity but the office has not made an impact on outcomes for our young people, all of whom are children of color.” “I had no interaction with the office of
Equity. Not sure what they do”
Office of Counseling and College Readiness – “All our strong work happens at the site. The district levelpeople aren't leading any real work or providing any strong service.” “Terrible training
for counselors.”
11

13.
Q6: Please rate to what extent you agree with these statements about
central office supports for academics (Teaching & Learning, ELLMA, data,
assessment etc.)
100 = Strongly Agree
50 = Agree
-50 = Disagree
-100 = Strongly Disagree
Weighted
Average Second Elem
The Sped department builds capacity among Sped paraprofessional staff that results in
student growth and learning.
-50
The Sped department builds capacity among Sped teaching staff that results in student
growth and learning.
-40
The Sped department builds capacity for technical aspects of IEP writing and compliance
among Sped teaching staff that results in improved levels of technical proficiency.
-22
The support I receive from the Assessment department makes administration of state
assessments smooth and efficient.
-8
The Social Studies department builds capacity among staff that results in student growth
and learning.
-4
The Math department builds capacity among staff that results in student growth and
learning.
4
The ELA department builds capacity among staff that results in student growth and
learning.
5
The support I receive from the RAD department helps me navigate student data to drive
instruction and achievement.
12 20 4
The Science department builds capacity among staff that results in student growth and
learning.
17 -21 45
I have flexibility to use curriculum that best serves the needs of my site, program, and
students.
18 32 6
The ITL position works well at my school. 38
The ELLMA department builds capacity among staff that results in student growth and
learning.
39
There were several areas
that had large
discrepancies between
principals in elementary
and secondary.
Elementary principals
rated science support vey
highly, 45 compared to -
21 in secondary.
Secondary principals
reported higher ratings
for RAD and digital
dashboards. They also
reported increased levels
of satisfaction related to
curricular flexibility.
13

14.
Weighted
Average
Secondary Elem
The half day mandatory Kiosk days at Cole adequately support the operational
needs of my school.
-60
"PD Go" is a useful tool for me and my school. -42 -58 -33
Through PD or supports I have sufficient knowledge of union contract and labor
rules to supervise my staff.
-21
Professional development is differentiated to meet my needs as a learner. -12
(1st & 2nd year principals only) District PD, central services, and network partners
provide adequate support for me to learn and navigate OUSD operational systems.
5 -36 25
(1st & 2nd year principals only) The principal mentoring program helps support me
as a new leader.
14 0 21
Principal PD includes development of theory and practice. 25
In principal PD I have the opportunity to share my expertise with my peers. 25
My opinions count. 27 44 14
In principal PD I have the opportunity to learn from my peers. 47
In the last year, I have had the opportunity to learn and grow. 51
Q7: Please rate to what extent to you agree with these statements
about principal PD and supports.
100 = Strongly Agree
50 = Agree
-50 = Disagree
-100 = Strongly Disagree
There were large disparities
between secondary and
elementary principals in 4 areas
charted above. Interestingly
secondary principals reported
that “their opinion” counted at a
far higher rate than their
counterparts. However, one of
the largest discrepancies was in
support for new principals.
Secondary new principals felt far
less supported by central office.
They had better feelings about
mentoring. The principal
mentoring program had a range
of responses from strongly agree
to strongly disagree, likely
dependent upon the support
provided by the individual
mentor; that said, 2.4 times as
many principals agreed than
disagreed that mentoring helped
them as a leader.
14

15.
Q10: Please rate to what extent to you agree with these statements
about the budgeting process.
Weighted
Average Second Elem
The timeline by which I received my budget one pager and participated in my
lock-in session allowed me the necessary time to engage my community and think
strategically about my budget process. -53 -71 -42
The SPSA tool is useful and allows me to communicate with my SSC. -28 -44 -18
When necessary, my state & federal partner helps me craft language or
strategies that would allow me to compliantly use funds and meet site needs. -22 -34 -11
The SPSA tool is user friendly and easy for me to access. -22 -33 -15
The budgeting tools provided to me (budget handbook, one pager, budget
planning session) were useful in the planning process. 18
I understand the budgeting process. 24
My fiscal analyst is knowledgeable and helpful in the budget planning process. 31
I can effectively plan multiple budget scenarios to support my school. 31
I know how to maximize my budget. 35
I can understand the alignment of my budget and my SPSA. 38
100 = Strongly Agree
50 = Agree
-50 = Disagree
-100 = Strongly Disagree
There were large
disparities between
secondary and
elementary principals in
4 areas related to
budgeting and the SPSA.
Secondary principals
had far stronger
negative responses,
perhaps in part because
their schools, budgets,
and requirements are
more complex – more
students, Measure G/N
compliance, master
scheduling etc.
15

21.
Q5: How critical is this department to maintaining YOUR school's
functionality and/or achieving your student outcomes.
Principals provided feedback on 42 departments and programs. In the majority of cases, principals gave similar responses
across school types. There are a few outlier departments whose data needed to be investigated more fully, either because the
department serves only particular grade levels or because there is a large variation of results between school types.
Behavioral Specialists: are rated as being above moderately critical (77) by elementary principals but received much
lower ratings by middle (39) and high school (23).
PBIS: is rated as being moderately critical (66) by elementary principals but received much lower ratings by middle (39)
and high school (17).
Academics & Instruction: is rated as being more critical by elementary (54) and middle school principals (48), receiving
much lower ratings by high school (25).
The scores for the Elementary and Middle School Network reflects the opinions of only those principals (77), not all principals.
The scores for the Linked Learning and HS Network reflects the opinions of only those principals (88), not all principals.
Apologies to Technology Services for accidentally being left off this particular question.
21

23.
Q6: Do you think the department's budget should be considered for
reduction or investment?
Principals provided feedback on 43 departments and programs. In the majority of cases, principals gave similar
responses across school types. There are a few outlier departments whose data needed to be investigated more fully,
either because the department serves only particular grade levels or because there is a large variation of results
between school types.
Behavioral Specialists: is rated as needing fewer cuts by elementary (7) than by secondary (53, 58) principals
Behavioral Health Programs: is rated as needing fewer cuts by elementary (8) than by secondary (50, 50)
principals
PBIS: is rated as needing fewer cuts by elementary (18) than by secondary (42, 72) principals
Academics & Instruction: is rated as needing fewer cuts by elementary (33) than by secondary (50, 65)
principals
Elementary & Middle School Network: Principals in these networks rate the suggested level of cuts as 10 and 7.
Linked Learning High School Office: Principals in this network rate the suggested level of cuts as 21.
23

25.
Top 5 Departments Recommended For Cuts
Innovations Office #1
● I have no idea what they do nor what their budget is. Very difficult to give an accurate response.
● The Blueprint Process feels far too slow to actually save us any money. I would encourage the
Superintendent to make some swift, hard decisions and avoid investing in a drawn-out process that may or
may not lead to cost-savings in the end.
Organizational Effectiveness #2
● This [values] work feel like a luxury when Rome is on fire. I wish this person was focused on helping get
Escape and other systems fixed.
● Cut the whole office, this has not had an impact. We are less effective as an organization than when this
office was started.
● No measurable or imaginable impact
● Cut the entire department
● Never seen the benefit of this office, though I love its leader.
25

26.
Top 5 Departments Recommended For Cuts
Communications #3
● 2 directors, 2 managers, 2 program managers plus a deputy chief? Why? Keep translators and add more
languages instead.
● KDOL and translators deeply impact my work. Work description 1 and 5 [digital
communications/translation] are impactful for me. I have experienced the others [community engagement,
legislative affairs, school support and promotion] as deeply flawed and problematic.
● There needs to be clear goals and benchmarks this group is working towards.
● Why so much on Contracts, External Work Orders and Personal Expenses?
● There are a lot of manager/directors. Still we don't know how to communicate internally. No district
directory and we are 6 weeks into the school year.
● Does this make a difference at the site level? Does this make a difference for our students?
26

27.
Top 5 Departments Recommended For Cuts
Office of Equity #4
● I deeply value this work and focus on it, but it's really unclear exactly what they do. There seems to be much
money spent on swag and branding. I have only worked with AAMA and even then, the effect of that work is
unclear. I don't have data to refer to about actual effectiveness. No one is directly reaching out from the
departments about the services they provide. And they are really expensive for school sites. Honor roll
communication has been horrible for years and it comes late.
● Very concerned that this [department] was pitched as grant funded but isn't. Also has had literally no
response or impact to/on the sites of any principals at my table despite repeated requests
● I have not seen evidence that this office is creating more equity for our students.
● The mission is Essential work but how much management does it need? Compare the responsibilities of a
site leader to the responsibilities of a Deputy Chief and 2 Directors.
● I do not understand what this office does and what the impact of its work is on my students. I do not see
the impacts of this office on my student outcomes--either SEL or academic.
● Again, seems we need an organizational constitution outlining equity. This should a major component of the
organization's DNA that informs our decision making and accountability systems, rather than islands of
racial/ethnic focus.
● I have not seen any direct benefit to our school site even though we have one of highest number of LCFF
students.
27

28.
Top 5 Departments Recommended For Cuts
Academics & Instruction #5
● Unclear what the impact of this work is for my students
● Maintain site-based FTEs
● This work needs to be site embedded. Huge waste at secondary.
● Content area supports (team science, math, and history) are the only useful services for our site
● I have never worked with them. Unsure what they do. I would rather have money or a position that I can
manage and that is site specific and internal.
● Send library allocations on a per pupil basis to school sites. It is wildly inequitable right now.
● We could likely cut any services to HS and we wouldn't feel the difference.
● I do not see the impacts of this office on my student outcomes. Also the amount of S&C and Title 1 funds
drawn out of schools to fund this office feels wrong.
28

29.
Q6: Where are principals interested in making an investment?
The average rating for both custodial services and special education services was a
zero, indicating that overall principals believe the departments’ budgets should
remain as they are. However, it is worth paying attention to the fact that significant
numbers of principals believed investments should be made in these areas.
21% of principals want to see increased investments in custodial services.
(19% Elementary, 11% Middle, 31% High)
29
16% of principals want to see increased investments in
special education.
(23% Elementary, 9% Middle, 5% High)

30.
Q6: Where should we invest?
In the comments section of the survey, high school principals across school types
asked for investment in an 8 period day and were willing to sacrifice central services
“As a site leader, I would prefer that the maximum amount of funds be placed into FTE in order to fund an 8-
period day in high schools -- rather than having Title 1 and S&C money poured into central offices.”
“We need an 8 period day. We are willing to give up a bunch of "central services" to have more money to
direct specifically at the sites. Money is being wasted in ineffective places. We need to slim way down on
centrally lead work and find ways for the sites to lead. We need to shift our culture to one that focuses on
school sites and valuing working with kids above all else. There are too many jobs about teaching that don't
involve working with kids. The expertise exists at schools and with kids. We need to lift that work up, not try
to trickle down instructional work that never takes root.”
“The high school appeals process must be fixed. We need funding for A to G and an 8 period day in order to
graduate our LCFF students. I would be willing to sacrifice most central supports in order to achieve this
funding at the site level.” 30

31.
How should we think about the intersection between critical functions
and quality?
Ideally, district leadership needs to triangulate multiple sources of information when making decisions on
how to fund and restructure departments/programs. No one source sees the entire picture.
Need to Engage: How: Best Practices
Principals & PAC
SSCs
Teachers & Staff
Department Managers
Department Staff
Surveys
Focus Groups
SSC Engagements
Performance
Dashboards
Presentations to Fiscal
Vitality Sub Committee
Cycles of Inquiry
Academic Return on Investment – Which investments have the
highest impact on student success?
Zero Based Budgeting – Everything and everyone is on the table;
each year we reassess.
Transparent Budgets - We don’t know if a service is worth it if
we don’t know how much it costs
Multiple Data Points – Make sure we have a clear picture by
hearing all stakeholders, knowing that some stake holders are
better positioned to have insight into particular issues
Big City Schools Performance Data – How do we compare? 31

32.
There have been
several principal
surveys that, when
taken together, can
offer some nuance to
this conversation.
For example, we can
overlay information
about how critical a
department is and
quality of service it
provides.
This is a small
random sample of
departments to
illustrate how we
might want to think
about making with
the highest impact on
service to students
and schools.
Sped
B&G
Payroll
RADSummer
Learning
Office of
Equity
State &
Federal
Communications
RJ
High Quality
Very
Critical
Service
Low Quality
Critical to ImproveLow Quality and Not Critical
High Quality and Not Critical High Quality and Very Critical
32

33.
Central Department Work
Should Mirror Schools Obtain
Data
Interrogate
the Data
Set Goals
Change
Operations
Seek
Feedback
User feedback, PAC Surveys,
AROI, Focus Groups provide
district with effectiveness and
quality of service data that should
be made public. This creates
shared understanding and
urgency in the system.
Deputy chiefs and deputy
superintendents meet with
program managers and
department staff to identify
pain points and areas of
opportunity … further data
gathering may be necessary to
understand the problem
Short and long term
measurable performance
goals are agreed upon … goals
are communicated through
the system and made public
Human and capital resources
are redeployed strategically to
effect change
Short term indicators are
checked to determine if
operational change has been
implemented. Results are
shared and reflected upon by
stakeholders. Course
corrections are made.
Who owns this
process?
Who is holding
departments and the
system accountable?
33

34.
OUSD Theory of Action
No Evidence of
Implementation
Rarely
Implemented
Uneven
Implementation
Often
Implemented
Strong,
Consistent
Implementation
Weighted
Average
OUSD consistently applies qualitydata in makingdecisions about
high quality andeffective academic and social support forstudents
8% 23% 53% 15% 44
OUSD maximizes school site-baseddecision-makingregarding
staffing, finances, calendars, and programs
5% 23% 48% 23% 2% 48
OUSD ensures that there is high-quality andeffective instructionin
every classroom that results in high-quality learningforevery
student
10% 41% 46% 3% 36
OUSD partners with diverse providers in alignment with our
policies, to ensure high qualityschools in every neighborhood
8% 31% 44% 17% 42
OUSD ensures that all facilities are used in service of quality
outcomes for students, including constructing andmaintaining
facilities in accordance with principles of sustainability
23% 34% 38% 5% 31
OUSD applies data in ways that maximize fiscal and academic
opportunities by operatinga central office andthe number andtype
of schools that we can sustain over time
28% 30% 35% 7% 30
OUSD includes and partnerwith the communityand families to
ensure quality options in each neighborhood throughout Oakland
10% 38% 33% 17% 2% 40
OUSD prioritizes equitable allocationof resources across the district
based on need, recognizingthat students come to school needing
different resources and supports
13% 30% 42% 15% 40
34